ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00055.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In 1992, the Advisory Centre for Education (ACE) set up an inquiry into the support and training available to governing bodies of mainstream schools in the area of special educational needs, and the consideration given by governors to these issues. The findings of the inquiry, by ACE's researcher Lorna Scott, show that such support is usually minimal or non‐existent, that governing bodies and governors are confused about their role in this area and that school policies on special needs are thin on the groun

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00056.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The research project ‘Special Educational Needs and the GCSE’ was commissioned by the School Examinations and Assessment Council (SEAC) and undertaken by the Centre for Curriculum and Assessment Studies at Bristol University between January 1991 and June 1993. Dr Mary Grant, research director, and Jenny Noble, Fil Came, and Phill Bowker, project team members, submitted their final report to SEAC in July and summarise their findings be

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00057.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00058.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The new independent system of inspecting schools began three months ago with secondary schools. In September 1994 inspections of primary and special schools will begin too. Diane Chorley, head, special educational needs, OFSTED, describes the arrangements made so far for inspecting provision for pupils with special educational needs.

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00059.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Although the ‘voice of the child’ is being stressed more and more in legislation and general debate the principle does not yet seem to be widely translated into practice. Dr Paul Cooper, lecturer and research officer, Oxford University Department of Educational Studies, has added to practice with his study of pupils' views in two residential schools for children with emotional and behavioural difficulties. He suggests that the elements of their schooling which are most valued by the pupils are respite, relationships and opportunit

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00060.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

TheDraft Code of Practice on the Identification and Assessment of Special Educational Needslays down a five‐stage procedure for responding to special educational needs (SEN). Announcing the launch of consultations on the code in the House of Commons on October 26, Schools Minister Mr Eric Forth described it as ‘setting a whole new framework for special education in the future’ and as ‘a major step f

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00061.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Gwent Education Authority systematically evaluates its policies, procedures, administration and the financial arrangements for young people with special educational needs. Julien Kramer, director of education, London Borough of Greenwich, until recently divisional director of education, School Support and Finance, Gwent, who has been working with service partners, the voluntary bodies and the district auditor, highlights strengths and weaknesses in service arrangements in Gwent and sets an agenda for change in anticipation of the requirements of the 1993 Education Act.

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00062.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In the June issue of this journal Jean Ware and Nick Peacey wrote an article entitled ‘We're doing History’‐ What Does It Mean? The following response, which challenges some of their views, comes from Judy Sebba, tutor, Cambridge University Institute of Education, and John Clarke, senior adviser, Monitoring and Evaluation, Suffolk, previously county humanities ad

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00063.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Conductive education ‐ how to evaluate it? Is it really impossible for scientists to design the definitive evaluation study? This is a question asked many times by both parents and professionals involved with conductive education. Understandably frustrated by years of controverSy over an approach which was first introduced into this country more than 30 years ago, many looked to the Birmingham project for the answer to the question: is conductive education a good way of educating children with cerebral palsy? Here was a project which had been planned by experts in the field, was funded by the government and was centred on an attempt to transplant conductive education as a complete system into the UK. However, as Bairstow and Cochrane pointed out recently in the BJSE, the teething problems associated with getting the Birmingham Institute running had a knock‐on effect on the evaluation itself and the results raised many more questions than they answered. Ideally, of course, the first Birmingham evaluation should have been viewed as a preparation for a second study which would begin after the first set of conductors had been fully trained and new children recruited.Since it is unlikely that a repeat of the Birmingham project will take place, what are the alternatives? In the papers that follow, two quite different approaches are represented. In the first MacKay and colleagues, from the Faculty of Education Sirathclyde University, describe the beginnings of another large project, based at the Scottish Centre for Children with Motor Impairments. In this project, organ transplant has not been considered. Instead, an attempt is being made to produce a Scottish version of conductive education by the process of grafting. As part of the evaluation project the group is experimenting with a measurement technique, Goal Attainment Scaling, which they describe in detail.In the second paper, Sigafoos etal., from the Fred and Eleanor Schonell Special Education Research Centre, University of Queensland, Australia, take another approach. Rejecting the notion that ‘the whole is more than the sum of the parts’ they assume the examination of component elements of conductive education is worthwhile and have done a small scale study of short term intervention programme. Although purists might argue that neither of these approaches will answer the question ‘Does conductive education work?’ surely the realists among us will concede that pursuit of the Holy Grail must sometimes give way to more practic

ISSN:0952-3383    

DOI:10.1111/j.1467-8578.1993.tb00064.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY